SAVING OUR Regent : On the Edge A Woodland of the Hunter Project Teacher Resource

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1. About this resource 1 1.1 Biology 1 1.2 Earth and environmental science 1 1.3 Investigating science 2 1.4 Science extension 2 1.5 Depth study 2

2. Introduction to threatened species 3 2.1 About threatened species 3 2.2 Regent honeyeater 4

3. Background 5 3.1 Investigation practice 5 3.2 Habitat 6 3.3 Threats 8

4. How to navigate geographc information systems 9 4.1 Using the layer list 9 4.2 Changing layers 10 4.3 Using the distance tool 11 4.4 Using the identity tool 12

5. Student tasks 13 5.1 Using the regent honeyeater geographical information system 13 5.2 Capture-mark-recapture 29

6. More information 32

Glossary 34

Appendix A: Example depth study plan 35

iii List of tables Table 1 Investigation practice 5 Table 2 Geographic information system task worksheet 16 Table 3 Study area specific environmental factors 26 Table 4 Results for each capture-mark-recapture exercise 31

List of figures Figure 1 Some of the regent honeyeater’s favourite native trees and mistletoe. 7 Figure 2 Regent honeyeater, noisy friarbird, and noisy miner sharing a water dish during heatwave conditions in New South Wales in early January 2020 8 Figure 3 Screenshot of the opening page of the Regent Honeyeater: On the Edge viewer 9 Figure 4 Screenshot of the Regent Honeyeater: On the Edge viewer showing state forest and national park areas 10 Figure 5 Screenshot of the Regent Honeyeater: On the Edge viewer showing the distance tool in use 11 Figure 6 Screenshot of the Regent Honeyeater: On the Edge viewer showing the ‘identify’ tool being used to identify the Branxton study area 12 Figure 7 Screenshot of the Regent Honeyeater: On the Edge viewer showing the seven study areas on the map 13 Figure 8 Screenshot of the Regent Honeyeater: On the Edge viewer with the elevation layer on 14 Figure 9 Screenshot of the Regent Honeyeater: On the Edge viewer with the habitat patch size layer on 15 Figure 10 Diagram of (a) classroom (quadrat) and (b) quadrat with transect line 20 Figure 11 Screenshot showing that site C has poor, moderate, and good water availability in different parts of the site 22 Figure 12 Screenshot showing Site G has medium connectivity 23 Figure 13 Screenshot showing that Site B has medium-high and high ranking preferred woodland habitat 24 Figure 14 Screenshot showing that Site F has areas with low and high amounts of mistletoe 25 Figure 15 Example graph included in grant application 27 Figure 16 Images of regent honeyeater to use to make capture-tag-capture cards 33

iv 1. About this resource

This resource is for teachers to use with senior students when teaching about how conservation agencies monitor and manage threatened species. By looking at the biodiversity of the Hunter Region, using the regent honeyeater as a case study, combined with geographic information system (GIS) mapping, students will learn how to interpret visual data and examine ecological issues relevant to the protection and management of ecosystems. The glossary at the back of this resource lists specific terms used with explanations.Bolded text throughout the resource indicates a term is listed in the glossary. Throughout this resource you will find icons that aim to draw your attention to specific information. These include:

Indicates where students are to write their answers. In this teacher resource answers have been included in green-coloured text.

Indicates that students need to record data on the GIS task worksheet.

Indicates instructions for using the GIS viewer.

Please let us know about any issues or challenges you had using this resource. We welcome your feedback. If you have any questions or suggestions, please contact us via email: [email protected] This resource is linked to the following science stage 6 subjects for the year 11 and 12 syllabus for New South Wales schools, which incorporates the Australian Curriculum. Each module and relevant subjects are listed with a brief description about what each subject covers.

1.1 Biology Module 4: Ecosystem dynamics

Future ecosystems BIO11/12-3 Conduct investigations to collect valid and reliable primary and secondary data and information. BIO11/12-4 Select and process appropriate qualitative and quantitative data and information using a range of appropriate media. BIO11/12-5 Analyse and evaluate primary and secondary data and information. BIO11-11 Analyse ecosystem dynamics and the interrelationships within an ecosystem.

1.2 Earth and environmental science Module 4: Human impacts Inquiry question: How do introduced species affect the Australian environment and ecosystems? EES11/12-2 Design and evaluate investigations in order to obtain primary and secondary data and information. EES11/12-3 Investigate environments and ecosystems to collect valid and reliable primary and secondary data and information.

Regent Honeyeater: On the Edge - teacher resource 1 EES11-11 Describe human impacts on the environment in relation to hydrological processes, geological processes and biological changes.

Module 8: Resource management Inquiry question: How can humans manage natural resources sustainably? EES11/12-5 Analyse and evaluate primary and secondary data and information. EES11/12-7 Communicate scientific understanding using suitable language and terminology for a specific audience or purpose.

1.3 Investigating science

Modules 1 and 2: Cause and effect INS11/12-1 Develop and evaluate questions and hypotheses for scientific investigation.

Module 3: Scientific models INS11/12-4 Process qualitative and quantitative data and information. INS11/12-6 Solve scientific problems using primary and secondary data, critical thinking skills and scientific processes.

1.4 Science extension

Module 2: The scientific research proposal SE-1 Apply the ‘working scientifically’ process in relation to scientific research.

Module 3: The data, evidence and decisions SE-6 Analyse and report on contemporary issues using publicly available data sets.

1.5 Depth study

Regent honeyeater on the edge Data analysis using statistics and GIS analysis, secondary sourced investigations and information on the regent honeyeater and its management from the NSW Department of Planning, Industry and Environment – Environment, Energy and Science website as a starting point for a depth study. You’ll find aprofile of the regent honeyeater in the Saving our Species database as well as details about how this species is being managed.

2 Saving our Species 2. Introduction to threatened species

Threatened species include plants and that are endangered and at risk of extinction in the near future. Research programs that monitor threatened species use the information gathered to inform conservation management decisions.

2.1 About threatened species Do you know how scientists and the NSW Government define a ‘threatened species’? Research the Threatened species topic area on the Department of Planning, Industry and Environment – Environment, Energy and Science website and answer the following questions.

Question 2.1.1 List the criteria for a species to be classified as threatened. • there is a reduction in its population size • it has a restricted geographical distribution • there are few mature individuals.

Question 2.1.2 Besides species, list what else can be considered threatened and explain why. An ecological community is a naturally occurring group of native plants, animals, and other organisms living a unique habitat. A significant reduction in any of these species across a region can lead to a decline in ecological function.

Question 2.1.3 Based on what you’ve just learned, how would you explain the NSW Biodiversity Conservation Act 2016? The purpose of the Biodiversity Conservation Act is to ‘maintain a healthy, productive and resilient environment for the greatest well-being of the community, now and into the future, consistent with the principles of ecologically sustainable development’. • conserving biodiversity at bioregional and state scales • maintaining the diversity and quality of ecosystems and enhancing their capacity to adapt to change and provide for the needs of future generations.

Regent Honeyeater: On the Edge - teacher resource 3 2.2 Regent honeyeater The regent honeyeater (Anthochaera phrygia) is a critically endangered Australian species. The distribution of this woodland used to extend from to the central coast of but is now limited to north-eastern Victoria and a few valleys in New South Wales. Historical records from the mid-1800s enthusiastically describe regent occurring in the thousands in many locations. In the early 1900s they were at times the most common species in an area and often seen overhead in flocks of hundreds. Today, between 350 and 400 adults are estimated to survive in the wild. The Regent Honeyeater: On the Edge project provides quality educational material for teachers and secondary school students. It aims to increase understanding of threatened species conservation and conservation management. The project involves two student tasks: 1. Identify the most suitable location in the Hunter Valley for protecting the regent honeyeater (secton 5.1). Geographic information system (GIS) tools are used to complete this task. Integrated digital tools can be used to explore spatial or geographical data. By transforming numbers into visual layers, these tools allow you to handle, process, and analyse data more easily. Visual layers can be laid over each other to see where a range of features intersect. 2. Estimate the size of the regent honeyeater population using an established survey method (section 5.2). The capture-mark-recapture (CMR) method is used to complete this task. (CMR) is a survey system used to calculate population size.

To complete these tasks, you will need to apply the scientific process. GIS tools are used to answer conservation management questions. Instructions and worksheets to complete these tasks are included in this booklet along with follow-up questions. The first task (section 5.1) uses a publicly accessible, online GIS.

4 Saving our Species 3. Background

Is the Hunter’s most iconic bird about to disappear? A yellow flash no more! Only high-quality research and a good management plan can save the regent honeyeater. Saving our Species is a state-wide program that aims to safeguard threatened plants and animals across New South Wales (NSW).

3.1 Investigation practice Read the Saving our Species regent honeyeater management strategy Help save the regent honeyeater.

Briefly summarise each management site, threats that may exist, and actions that could be taken to counter these threats in Table 1. We have done Site 1 for you.

Table 1 Investigation practice

Site Threats Actions

Site 1: Bundarra–Barraba • historical loss, fragmentation and • target 500 hectares of degradation of habitat high-quality habitat over 20 • degradation of habitat by years for landholder covenants clearing for agricultural and • community engagement to raise residential development awareness • suppression of natural • liaise with relevant agencies to regeneration of overstorey tree ensure species’ requirements species and shrub species from are considered in future overgrazing management planning Site 2: Mudgee–Wollar • historical loss, fragmentation • community engagement to and degradation of habitat raise awareness • competition from larger • liaison with Local Land Service aggressive honeyeaters and landholders to protect and • key habitats continue enhance habitat to degrade from lack of • implement shooting program recruitment at key locations

Site 3: Lower Hunter Valley • continuing loss of key habitat • target 250 hectares of small tree species and remnant blocks of high-quality habitat woodlands over 10 years • historical loss, fragmentation • community engagement to and degradation of habitat raise awareness

Site 4: Capertee Valley • competition from larger • implement shooting program aggressive honeyeaters at key locations • historical loss, fragmentation • target 500 hectares of and degradation of habitat high-quality habitat for • disturbance at nesting sites landholder covenants • community engagement to raise awareness

Regent Honeyeater: On the Edge - teacher resource 5

Question 3.1.1 What is the most common threat to the regent honeyeater habitat? • historical loss, fragmentation and degradation of habitat.

Question 3.1.2 List the three most common actions (not including monitoring) across all sites. • targeting high-quality habitat • shooting programs for aggressive species • community engagement to raise awareness.

3.2 Regent honeyeater habitat The Lower Hunter Region of NSW is a critically important area for regent honeyeaters. This is because large remnant temperate woodlands exist here, which provide an excellent habitat for the birds to forage as well as numerous breeding sites in spring, autumn and winter. Because the regent honeyeater mainly feeds on nectar from old and large blossoming trees, maintaining these woodlands is a priority. Their favourite tree species include: • white box (Eucalyptus albens; Figure 1) • yellow box (Eucalyptus melliodora; Figure 1) • mugga ironbark (Eucalyptus sideroxylon; Figure 1) • spotted gum (Corymbia maculata) • swamp mahogany (Eucalyptus robusta) • river sheoak (Casaurina cunninghamiana).

Along with these trees, however, regent honeyeaters also feed on long-flowered mistletoe (Dendropthoe vitellina; Figure 1) which occurs in spotted gum-ironbark forests. Box mistletoe (Amyema miquelli; Figure 1) which grows in box-ironbark forests. Needle-leaf mistletoe (Amyema cambagei; Figure 1) which grows on river sheoak.

6 Saving our Species White box (Eucalyptus albens) Yellow box (Eucalyptus melliodora)

Main photo: Steve Lewer/DPIE Main photo: Steven Douglas/DPIE Circle: GM Browne/Australian Plants Society NSW Circle: Flagstaffotos

Mugga ironbark (Eucalyptus sideroxylon) Needle-leaf mistletoe (Amyema cambagei)

Main photo: Barry Collier/DPIE Main photo and circle: Barry Collier/DPIE Circle: John Rawlings

Long-flowered mistletoe Dendropthoe( vitellina) Box mistletoe (Amyema miquelli)

Main photo: Tony Rodd Main photo: Ern Perkins/Castlemaine Field Naturalist Club Circle: John Tann Circle: Kevin Thiele

Figure 1 Some of the regent honeyeater’s favourite native trees and mistletoe. Circles contain close-up images of the flowers of each species.

Regent Honeyeater: On the Edge - teacher resource 7 3.3 Regent honeyeater threats The regent honeyeater is critically endangered as its population has decreased to very low numbers. The number of mature birds that remain is estimated to be between 350 and 400. These estimates come from capture-mark-recapture (CMR) programs in NSW and Victoria, as well as from monitoring of the species coordinated by the Regent Honeyeater Recovery Team and BirdLife Australia.

Many factors have contributed to the regent honeyeater’s critically endangered status: • Fragmentation or ongoing loss of key habitats such as temperate woodlands • small population size, which means that any disturbance (e.g. disease) can result in no birds being available to replenish the population.

Sometimes conservation efforts can also be threatened by: • planning decisions that result in the continuing loss of important habitats • increased potential for invasive bird species to establish.

3.3.1 2019–2020 fire impact update There have been 169 regent honeyeater nests identified from 2015 to 2019. Using a buffer of 1 kilometre around these nests to encompass their foraging area, we overlayed the most recent fire layer (at 10 January 2020) and found that 80 (47%) of these sites had been impacted by fire. Note: This only captures the impact of the fires on breeding areas. The effects of fires on preferred woodland habitats of regent honeyeaters were yet to be assessed at the time of publishing.

Figure 2 Regent honeyeater, noisy friarbird, and noisy miner sharing a water dish during heatwave conditions in New South Wales in early January 2020. Photo: Gary McGuigan

8 Saving our Species 4. How to navigate geographic information systems

Teacher tips If students get confused, encourage them to refresh the page to start the GIS program again. The ‘Layer List’ can be accessed by two icons, one at the top of the screen and one at bottom left. Tell students both icons are equally efficient.

4.1 Using the layer list The geographic information system (GIS) viewer for this task is located at: Regent Honeyeater: On the Edge.

4.1.1 Opening page 1. Click on Regent Honeyeater: On the Edge and you will arrive at the opening page (Figure 3). 2. The map you will see on the GIS is orientated with the north at the top. 3. Open the ‘Layer List’ in the top menu. 4. GIS data are displayed in layers. Layers can be switched on and off using the tick boxes in the Layer List.

Figure 3 Screenshot of the opening page of the Regent Honeyeater: On the Edge viewer.

Regent Honeyeater: On the Edge - teacher resource 9 4.2 Changing layers The GIS viewer for this task is located at: Regent Honeyeater: On the Edge.

Teacher tip You can alter the transparency of colour to provide better contrast. Have your students try it with the DPE Basemap by sliding the filter icon to the left or right and have them notice that the national parks change from white to bright green.

4.2.1 Initial view This button returns you to the initial view of the study area (Figure 3).

4.2.2 Bookmarks This button brings up a list of pre-set areas of the map. Click on any of the areas to switch between sections on the map.

4.2.3 Layer details Plus and minus signs are used to open the GIS layers and allow further detail of a layer to be explored. Within the layer list, click on the ‘+’ beside Tenure. This will display additional layers. Tick the Tenure box to see more options. The ‘State Forest Estate’ and ‘National Parks and Wildlife Service (NPWS) Managed Land’ boxes will both be ticked (Figure 4). When the boxes are ticked, state forest and national park areas can be seen on the map.

Figure 4 Screenshot of the Regent Honeyeater: On the Edge viewer showing state forest and national areas.

10 Saving our Species 4.3 Using the distance tool The GIS viewer for this task is located at: Regent Honeyeater: On the Edge.

Teacher tip If students are using a mouse, they can use the mouse wheel to zoom in and out of the map.

4.3.1 Zoom in/zoom out When you select the distance tool, instructions on its use appear at the top of the page. Make a single click to start measuring and a double click to end. This will also show the distance (Figure 5). Once you’ve finished measuring, click the distance tool icon to turn it off. To delete a measurement or shape, left click on the line or shape and select ‘delete’ from the information box. You can also return to the initial view.

Figure 5 Screenshot of the Regent Honeyeater: On the Edge viewer showing the distance tool in use.

Regent Honeyeater: On the Edge - teacher resource 11 4.4 Using the identify tool The GIS viewer for this task is located at: Regent Honeyeater: On the Edge.

Teacher tip This tool will not be used in the tasks for the student workbook. It’s an optional extra to show the students the power of GIS as a program.

Select the identify tool and click on a feature on the map to reveal more information about that feature. Additional information appears on the left-hand side of the map. An example of features are the seven study areas on the map (Figure 6).

Figure 6 Screenshot of the Regent Honeyeater: On the Edge viewer showing the ‘identify’ tool being used to identify the Branxton study area.

12 Saving our Species 5. Student tasks

5.1 Using the regent honeyeater geographical information system The geographic information system (GIS) viewer for this task is located at: Regent Honeyeater: On the Edge.

5.1.1 Investigating elevation and habitat patch size Seven study areas or sites in the Lower Hunter Region have been chosen because they are within the elevation range where regent honeyeaters have previously been found (Figure 7). They also have areas of spotted gum–ironbark forest, an essential habitat for the regent honeyeater to breed and forage. The study areas include: Area one: Singleton Area two: Branxton Area three: Pokolbin Area four: Corrabare Area five: Werakata Area six: Watagans Area seven: Sugarloaf. Your task for this section is to investigate the elevation and habitat patch size for each of the seven study areas. Then determine which study area/s has/ve the best habitat conditions for regent honeyeaters.

Use the GIS task worksheet to record your data (see Table 2).

Figure 7 Screenshot of the Regent Honeyeater: On the Edge viewer showing the seven study areas on the map.

Regent Honeyeater: On the Edge - teacher resource 13 Elevation The GIS viewer for this task is located at: Regent Honeyeater: On the Edge. Elevation is measured using metres (m) above sea level (ASL). Research indicates that regent honeyeaters prefer areas of lower elevation. To find the elevation of each site:

1. Start at the home page in the GIS viewer, click the tool icon, click the layer icon. 2. Click on the ‘Study Areas’ box. 3. Use the ‘Bookmarks’ tool to switch between the seven study areas. 4. Switch on the ‘Elevation’ layer, the elevation key will be displayed (Figure 8). 5. Record the elevation at each study area.

Review the elevation of the seven bookmarked study areas and give each study area a score, with the following range: • 1 = greater than >218 m • 2 = 6–218 m • 3 = less than <6 m.

Use the GIS task worksheet to record your data (see Table 2).

Figure 8 Screenshot of the Regent Honeyeater: On the Edge viewer with the elevation layer on.

14 Saving our Species Habitat patch size The GIS viewer for this task is located at: Regent Honeyeater: On the Edge. Although regent honeyeaters occur in a variety of landscape settings (e.g. large forest blocks, roadside vegetation), they are primarily considered to be open forest/woodland specialists. Habitat assessments confirm that most regent honeyeater sightings occur in habitat patches of >1000 hectares (ha). To investigate the patch size of sites within each study areas:

1. Switch off the ‘Elevation’ layer. 2. Switch on the ‘Sites’ layer. 3. Switch on the ‘Habitat Patch Size’ layer (Figure 9).

Use the bookmark icon to move between the study areas and give each site (A-H) within a study area a score: • 1 = <1 ha • 2 = 1–100 ha • 3 = 100–1000 ha • 4 = >1000 ha. Use the GIS task worksheet to record your data (see Table 2). Rank study areas Based on your examination of elevation and habitat patch size data, rank the seven study areas. Add up your total score for elevation and patch size for each site. Describe what makes each study area suitable or not suitable for regent honeyeaters. Rank each study area based on the highest total. The study area with the highest total ranking is the area most likely to provide the best conditions for regent honeyeaters. The worst sites will have the lowest number.

Use the GIS task worksheet to record your data (see Table 2).

Figure 9 Screenshot of the Regent Honeyeater: On the Edge viewer with the habitat patch size layer on.

Regent Honeyeater: On the Edge - teacher resource 15 5.1.2 Record your findings Table 2 Geographic information system task worksheet

Step 1 Step 2 Step 3 Measure elevation Record habitat patch size Rank study areas Study area Height in metres Score Site Size in Score Describe suitability of study area hectares

A > 1000 4

B 100–1000 3

C >1000 4 Study area has a few habitat Site 1 D 0 0 6–218 2 patches, but not enough to Singleton E 0 0 support regent honeyeaters. F >1000 4

G >1000 4

H 0 0

Total score 2 + 19 = 21 (Step 1 score + Step 2 score)

A 0 0

B 0 0

C 100–1000 3 Study area has no habitat Site 2 D 1–100 2 6–218 2 patches large enough to support Branxton E 100–1000 3 regent honeyeaters. F 1–100 2

G 0 0

H 100–1000 3

Total score 2 + 13 = 15 (Step 1 score + Step 2 score)

16 Saving our Species Step 1 Step 2 Step 3 Measure elevation Record habitat patch size Rank study areas Study area Height in metres Score Site Size in Score Describe suitability of study area hectares

A >1000 4

B >1000 4

C >1000 4 This study area has habitat Site 3 D >1000 4 patches, but its high elevation >218 1 Pokolbin E >1000 4 is not suitable for regent honeyeaters. F >1000 4

G >1000 4

H >1000 4

Total score 1 + 32 = 33 (Step 1 score + Step 2 score)

A >1000 4

B >1000 4

C >1000 4 This study area has the right Site 4 D 0 0 habitat patches, but its high >218 1 Corrabare E >1000 4 elevation is not suitable for regent honeyeaters. F >1000 4

G >1000 4

H 0 0

Total score 1 + 24 = 25 (Step 1 score + Step 2 score)

Regent Honeyeater: On the Edge - teacher resource 17 Step 1 Step 2 Step 3 Measure elevation Record habitat patch size Rank study areas Study area Height in metres Score Site Size in Score Describe suitability hectares of study area

A >1000 4

B >1000 4

C >1000 4 This is the best study area. It Site 5 D 0 0 has both habitat patch size 6–218 2 Werakata E >1000 4 and elevation that regent honeyeaters prefer. F >1000 4

G >1000 4

H >1000 4

Total score 2 + 28 = 30 (Step 1 score + Step 2 score)

A >1000 4

B >1000 4

C >1000 4 This study area has the right Site 6 D >1000 4 habitat patches, but its elevation >218 1 Watagans E 0 0 is one that regent honeyeaters do not prefer. F >1000 4

G >1000 4

H >1000 4

Total score 1 + 28 = 29 (Step 1 score + Step 2 score)

18 Saving our Species Step 1 Step 2 Step 3 Measure elevation Record habitat patch size Rank study areas Study area Height in metres Score Site Size in Score Describe suitability hectares of study area

A >1000 4

B >1000 4

C >1000 4 This study area has the right Site 7 D >1000 4 habitat patches, but its elevation >218 1 Sugarloaf E >1000 4 is one that regent honeyeaters do not prefer. F >1000 4

G >1000 4

H >1000 4

Total score 1 + 32 = 33 (Step 1 score + Step 2 score)

Question 5.1.1 Based on elevation, which three study areas would be most likely to support regent honeyeaters? 1. Werakata 2. Branxton 3. Singleton Question 5.1.2 Based on your overall ranking, and taking into consideration elevation, the study area with the most suitable conditions for regent honeyeaters is: Werakata

Regent Honeyeater: On the Edge - teacher resource 19 5.1.3 Field study – getting out and about

Transects and quadrats In the next section, you will ‘tick’ on and off different layers of information. Mistletoe for example is one of these layers. The information to put these layers together was obtained using common ecological sampling methods. Transects and quadrats are two of these methods and they allow us to quantify the relative abundance of different species and/or ecological communities in an area. To understand transects and quadrats, imagine a school classroom with chairs, desks, backpacks, pencils, books, etc. Let’s assume the classroom is square (Figure 10a). Now, I ask you to tell me the number of backpacks in the classroom. ‘Easy’, you say since you can count the backpacks. This is time consuming and I point out you’ll waste your afternoon counting them. There’s a faster way to count the backpacks and that’s to use a transect line. A transect line is a line that is marked at regular intervals. You can lay it diagonally across an area (Figure 10b) and count the backpacks that touch the line. This will give you an estimate of the backpacks in the classroom and will be much quicker than counting each one. The square classroom is the quadrat. Before continuing to part two, find a green area around your school. Could you make a quadrat? How about a transect line? What questions could you ask? If you’re unsure about how to proceed get in touch with the experts: National Parks and Wildlife Service Discovery Rangers via the NPWS School excursions webpage.

Figure 10 Diagram of (a) classroom (quadrat) and (b) quadrat with transect line.

20 Saving our Species 5.1.4 Investigating study-area-specific environmental factors The GIS viewer for this task is located at: Regent Honeyeater: On the Edge. Site-area-specific environmental factors Hint: This should be your answer for question 5.1.2.

Study area chosen: Werakata

Background Spotted gum–ironbark-dominated woodlands are a preferred habitat for regent honeyeaters. Due to land clearing, there are now less of these woodlands. In addition, biotic and abiotic factors make some woodland forests higher-quality habitat than others for the regent honeyeater. These factors include: • water availability • connectivity of habitat • diversity of habitat and food tree species • available food, importantly spotted gum, ironbark and mistletoe.

Use these factors to work out the most suitable site within your identified study area that will support regent honeyeaters.

Regent Honeyeater: On the Edge - teacher resource 21 Water availability Regent honeyeaters prefer woodland habitats, but their presence in these habitats is often restricted by distance to waterways. Regent honeyeaters also often have site affinity with standing water within the landscape, for example dams and creeks. Previous studies have shown that the proximity of a waterway can influence the food available for these birds and therefore their presence in the environment. Within a habitat or site, the availability of water can vary with the seasons and across locations within a site. The different colours represent different water availabilities where blue is very good, and orange is moderate availability of water. For example, Site C has poor (grey), moderate (orange), and good (light blue) water availability in different parts of the site (Figure 11). In this case, you would record the water availability for this site as moderate because the orange colour covers most of the study site. To record the water availability for a study area:

1. Open the ‘Layer List’. 2. Tick on the ‘Water Availability’ layer. 3. Record the value of each study site in Table 3 (A through H).

Assess the water availability for each study site and give each site a score. Use the ranking system: 1 = poor 2 = moderate 3 = good 4 = very good.

Figure 11 Screen shot showing that site C has poor, moderate, and good water availability in different parts of the site.

22 Saving our Species Connectivity The GIS viewer for this task is located at: Regent Honeyeater: On the Edge. Habitat fragmentation is a major threat to the regent honeyeater. The loss of habitat areas and connecting green corridors limits the ability of the birds to find food and to breed. Connectivity is the distance between areas of habitat. In previous studies, regent honeyeaters were more likely to be seen in areas of high connectivity (85.5%) and less likely to occur in sites with low connectivity (3%). For example, Site G (Figure 12) has medium connectivity because it occurs within a national park, but is not connected to a green corridor.

1. Open the ‘Layer List’. 2. Tick on the ‘Connectivity Layer’. 3. Make sure that ‘DPE Basemap’ is ticked. 4. Record the value of each study area in Table 3.

Assess the connectivity for each study site and give each site a score. Use the ranking system: 1 = low, isolated from all green spaces 2 = medium, connected to either type of green space 3 = high, connected to both types of green spaces.

Figure 12 Screen shot showing Site G has medium connectivity.

Regent Honeyeater: On the Edge - teacher resource 23 Preferred woodland habitat The diversity of tree species within preferred woodland habitats is crucial for robust regent honeyeater populations. The higher the diversity of flowering tree species, the more likely the woodland will support regent honeyeater populations. Most studies on regent honeyeater habitats have identified box-ironbark eucalypt woodlands as important. In the Lower Hunter spotted gum–ironbark woodlands are regionally important foraging and breeding habitats for the birds. Many sites in the Lower Hunter have a high diversity of tree species (more than four species). Habitat assessment studies have found that 49.2% of sites with regent honeyeaters present had a high tree species diversity, whereas 13% of the sites with regent honeyeaters present had a low tree species diversity (only one or two species). For example, Site B has medium–high and high ranking habitat and would be ranked as high for preferred woodland habitat (Figure 13).

1. Tick on the ‘Spotted gum–Ironbark Forest’ layer. 2. Use the ‘Zoom In’ and ‘Zoom Out’ (+ and –) features to investigate each site. 3. Record the presence of spotted gum–ironbark forest for each study area in Table 3.

Assess each study site for spotted gum–ironbark forest and give each site a score. Use the ranking system: 0 = almost none 1 = poor 2 = low 3 = medium 4 = medium–high 5 = high.

Figure 13 Screen shot showing that Site B has medium–high- and high-ranking preferred woodland habitat.

24 Saving our Species Mistletoe presence Regent honeyeaters are often referred to as generalist foragers and, like most honeyeaters, rely on habitats with blossoming trees where there is abundant nectar flow. The relatively small number of eucalypt species that regent honeyeaters feed on produce high volumes of nectar from their blossoms. Several mistletoe species that live on eucalypts are also important sources of nectar and fruit for the regent honeyeater, including the long-flowered mistletoe (Dendropthoe vitellina), box mistletoe (Amyema miquelli), and needle-leaf mistletoe (Amyema cambagei). These key mistletoe species are crucial components for woodland habitats to support healthy regent honeyeater populations. For example, Site F (Figure 14) has areas of low and high mistletoe. This site would be ranked as 1 or low because the mistletoe present is mostly low.

1. Tick on the ‘Mistletoe’ layer. 2. Use the ‘Zoom In’ and ‘Zoom Out’ (+ and –) features to investigate each study area. 3. Record the mistletoe for each study area in Table 3.

Assess each study area for the presence of mistletoe and give each area a score. Use the ranking system: 0 = mistletoe not present 1 = low mistletoe present 2 = high mistletoe present.

Figure 14 Screen shot showing that Site F has areas with low and high amounts of mistletoe.

Regent Honeyeater: On the Edge - teacher resource 25 Study-area-specific environmental factors Hint: This should be your answer for question 5.1.2.

Study-area chosen: Werakata

Table 3 Site-area-specific environmental factors

Water Connectivity Preferred Mistletoe Site total availability woodland habitat presence

A Poor – 1 High – 3 High – 5 Low – 1 10

B Poor – 1 High – 3 High – 5 High – 2 11

C Moderate – 2 Medium – 2 High – 5 High – 2 11

D Poor – 1 Medium – 2 None – 0 None – 0 3

E Moderate – 2 High – 3 High – 5 High – 2 12

F Poor – 1 High – 3 High – 5 High – 2 11

G Poor – 1 High – 3 High – 5 High – 2 11

H Poor – 1 Medium – 2 None – 0 None – 0 3

Question 5.1.3 Based on the site-specific environment factors you have assessed, which site within your identified study area is the most suitable for regent honeyeaters? Site E is the most suitable site.

26 Saving our Species 5.1.5 Scenario

After studying the regent honeyeater, you and your friends form an organisation to help conserve the species. The 20 Million Trees Program works with the community to re-establish green corridors and urban forests. Your organisation applied for a grant and was successful! The grant is for $100,000.

From the results of your research you chose Werakata as the most suitable study area.

5.1.6 Questions

Question 1. Briefly summarise the characteristics that make your site suitable for regent honeyeaters. The site has large habitat patches and the elevation is adequate. The high presence of spotted gum–ironbark forest, mistletoe, and connectivity makes it very suitable for regent honeyeaters.

Figure 15 Example graph included in grant application showing number of regent honeyeaters sighted between 1995 and 2017; R² = coefficient of determination. Source: Mick Roderick, BirdLife Australia 2020.

Regent Honeyeater: On the Edge - teacher resource 27 Question 2. Figure 15 is a graph that you included in your grant application. Why was it included? Figure 15 was included in the grant application to show the committee the rapid decline of regent honeyeater populations and how vital conservation projects are to protect the few in number remaining.

Question 3. List your top management action and justify why it’s important (look back at the investigation practice section 3.1). Preserving important habitat is my top management action. Without these large open woodlands, the regent honeyeaters will not have a place to forage for food or a place to breed.

Question 4. Estimate how much it will cost to carry out this management action. Take into consideration the costs of equipment, surveying, etc. How long will the project run for? What will happen when the money/project ends? This answer should include some of the following points: • Budget – The students can use all of the $100,000 but they need to clearly state why they used all their money in just one action plan. • Equipment and surveying have costs associated with them. • The question of ‘what happens when the money/project ends’ should mention the need to establish long-term projects that are beneficial to regent honeyeaters, even when the money has run out; i.e. changing people’s behaviours and attitudes towards conservation of the regent honeyeater.

Question 5. You hold a community meeting to get the project off the ground. At the meeting two people ask questions. Respond to their questions. a. Fourth generation farmer: I’m concerned I won’t be able to keep my farm going and I don’t see why the bird is so important. How will this project help me? By doing regeneration projects (e.g. planting more trees), the value of his property will improve. Projects exist to help do this exact type of work via Local Land Services and the Biodiversity Conservation Trust. b. A self-described ‘green’ couple just moved into the area: We’re excited to bring back the regent honeyeater but we don’t want to wait and feel everyone needs to do something immediately. How do you channel their energy? Channel their energy into raising awareness about the project by having them do the ground work and talk to people.

28 Saving our Species 5.2 Capture-mark-recapture

5.2.1 Regent honeyeater population management Where it is too difficult to count every individual in a species, capture-mark-recapture (CMR) is a commonly used method in ecology to estimate a population. A population is a group of individuals from the same species that live within a defined area and compete to use the same resources (e.g. food, shelter and breeding partners). It is important to know how many individuals exist within a population and how that number changes over time. When the size of a population is known, it’s possible to track increases and decreases in the number of individuals. Natural resource managers who work on threatened species conservation use CMR programs to monitor and learn whether a population is in decline. A CMR program traps and captures individuals from a population and tags them. The tag can be an ear tag, a collar or in the case of the regent honeyeater a banding system attached to a bird’s leg. After an is tagged, it is released. Individuals from the same population are trapped and tagged at the same time the following year. The proportion of tagged animals caught the second time represents the proportion of the total population that has been tagged. Using the following formula, you can calculate the approximate population size:

M X S P = R where, P = population size M = marked animals (animals caught and tagged in first capture) S = size of sample (animals caught in second capture) R = recaptured marked animals (animals caught in second capture that were already tagged). Example calculation

Teacher tip Emphasise to your students that marking or tagging an animal are synonymous. The original number of birds caught, tagged and released was 20. The number of birds captured in the second capture was also 20. The number caught in the second capture that were previously tagged was 7. Note that it is very unlikely that you would capture the same number of birds twice.

20 X 20 P = 7

The population size estimate in the example calculation is 57 individuals.

Regent Honeyeater: On the Edge - teacher resource 29 5.2.2 Capture-tag-capture card exercise

Teacher tips Print, laminate and cut out the regent honeyeater cards (Figure 16). The lamination will make it easier for the students to mark the cards. Make sure that each set of has at least 60 cards in it. We recommend that each group has a maximum of 4 students. Do not tell the groups how many cards are in their set. Make sure the students shuffle the cards between each exercise.

For this exercise, you will need the following materials: • a set of regent honeyeater (RH) cards (Figure 16) • a dry erase marker • paper towel. Your task for this exercise is to use the regent honeyeater cards to complete the following simulations. Use the spaces provided to complete the formulas as you complete each step. Make sure to use table 4 to write in your P values. M S Capture-mark-recapture 1 X Capture 1: Catch and tag 20 regent honeyeaters (RH). This is your M value. P = Capture 2: Release RH back into the population shuffle all the cards). Catch 20 RH. This is your S value. R How many of these were tagged? This is your R value. M S Capture-mark-recapture 2 Capture 1: Catch and tag RH (more or less than 20). X This is your M value. P = Capture 2: Release RH back into the population (shuffle all the cards). Catch 20 RH. This is your S value. R Count how many were tagged. This is your R value.

Capture-mark-recapture 3 M S Capture 1: Catch and tag 20 RH. X This is your M value. P = Capture 2: Release RH back into the population (shuffle all the cards). Catch a number of RH (more or less than 20). R This is your S value. Count how many were tagged. This is your R value.

30 Saving our Species Record your data

Table 4 Results for each capture-mark-recapture (CMR) exercise

Exercise Results

CMR 1

CMR 2

CMR 3

Teacher tips For CMR1, the students are carrying out the example calculation. The only difference is that this time they may or may not capture 7 as in the example. For CMR2, the students are changing M. For CMR3, the students are changing S.

Analyse your data When collecting data in the field the larger the sampling size the more accurate your population estimate will be. When you analyse your data, think about how close your estimate is to the original population i.e. number of cards you started with.

Discussion Does altering the values of M or S impact the accuracy of the population estimates?

Regent Honeyeater: On the Edge - teacher resource 31 6. More information

Lower Hunter Spotted Gum-Ironbark Forest in the Sydney Basin Bioregion, NSW Department of Environment & Climate Change, Published August 2007, Date accessed: 16 January 2020, https://www.epa.nsw.gov.au/~/media/EPA/Corporate%20Site/resources/threatenedspecies/ EECLowerHunterSpottedGumLowRes.ashx NSW Threatened Species Scientific Committee webpage, Department of Planning, Industry and Environment – Environment, Energy and Science, Date accessed: 16 January 2020, https://www.environment.nsw.gov.au/topics/animals-and-plants/threatened-species/nsw- threatened-species-scientific-committee Our local fauna webpage, Cessnock City Council, NSW Government, Date accessed: 16 January 2020, http://www.cessnock.nsw.gov.au/environment/biodiversity/cessnocklocalfauna Regent honeyeater (Anthochaera phrygia) conservation management webpage, NSW Department of Planning, Industry and Environment – Environment, Energy and Science, Date accessed: 16 January 2020, www.environment.nsw.gov.au/savingourspeciesapp/project. aspx?ProfileID=10841 Regent Honeyeaters at Quorrobolong, Lower Hunter Valley NSW, May 2017, www.youtube. com/watch?v=73k8ZIx6Zqo Regent honeyeater webpage, BirdLife Australia, Date accessed: 16 January 2020, http://www. birdlife.org.au/projects/woodland-birds-for-biodiversity/regent-honeyeater-wl Regent honeyeater webpage, NSW Department of Planning, Industry and Environment – Environment, Energy and Science, Date accessed: 16 January 2020, www.environment.nsw. gov.au/threatenedspeciesapp/profile.aspx?id=10841 Saving our Species Program webpage, NSW Department of Planning, Industry and Environment – Environment, Energy and Science, Date accessed: 16 January 2020, https:// www.environment.nsw.gov.au/topics/animals-and-plants/threatened-species/saving-our- species-program Significant breeding event of Regent HoneyeatersAnthochaera phrygia near Kurri Kurri, New South Wales, during spring 2007, Australian Field Ornithology 2014, http://www.birdlife.org. au/documents/IBAiD-Roderick_et_al_2014-Regent_HE_HEZ_breeding_event.pdf

Swift Parrots and Regent Honeyeaters in the Lake Macquarie City Council area New South Wales, Published June 2014, Date accessed: 16 January 2020, http://www.environment.gov. au/system/files/pages/25570c73-a276-4efb-82f4-16f802320e62/files/regent-honeyeater- swift-parrot-report.pdf Swift Parrots and Regent Honeyeaters in the Lower Hunter Region of New South Wales, Published May 2013, Date accessed: 16 January 2020, https://www.environment.gov.au/ system/files/pages/25570c73-a276-4efb-82f4-16f802320e62/files/birdlife-swpa-reho.pdf Threatened Fauna of the Hunter & Mid Coast, Local Land Service, NSW Government, Published March 2019, https://hunter.lls.nsw.gov.au/__data/assets/pdf_file/0008/1118564/ regent-honey-eater.pdf Threatened species topic area webpage, NSW Department of Planning, Industry and Environment – Environment, Energy and Science www.environment.nsw.gov.au/topics/animals-and-plants/threatened-species Our Bushland with Tim Faulkner, Cessnock City Council, NSW Government, 2018, www.youtube.com/watch?v=AojHcD5ePZ4&t=1s

32 Saving our Species Figure 16 Images of regent honeyeater to use to make capture-mark-recapture cards Photo: Dean Ingwersen/BirdLife Australia

Regent Honeyeater: On the Edge - teacher resource 33 Glossary

Abiotic Relating or resulting from nonliving parts of an ecosystem.

Affinity A natural liking for or connection with something.

Coefficient of Determination (R²) A measure used in statistical analysis that assesses how well a model explains and predicts future outcomes. Its value ranges from 0 to 1.

Biotic Relating to life or resulting from living organisms.

Ecological community Naturally occurring group of plants, animals and other organisms that are interacting in a unique space/area.

Elevation Height above sea level.

Forage When an animal species searches for wild food resources.

Fragmentation/ongoing loss Process by which habitat loss results in the division of large continuous habitats into smaller, more isolated habitat fragments.

Green corridors Areas of habitat that connect wildlife populations with other areas of habitat that have been separated by human activities or structures.

Habitat patch size Term used to describe the size of an ecosystem.

Invasive bird A bird species that is not native to an area and threatens the local ecosystem.

Relative abundance Used when talking about biodiversity and refers to how common or rare a species is relative to other species in a defined space or community

Scientific process A method of research in which a problem is identified, relevant data are gathered, a hypothesis is formulated from these data, and the hypothesis is empirically tested.

Spotted gum–ironbark forest A type of forest community that is characterised by spotted gum (Corymbia maculate) and various ironbarks (predominantly Eucalyptus fribrosa).

Temperate woodlands Term generally used to describe ecosystems which contain widely spaced trees where the crowns do not touch. In Australia, woodlands are mainly dominated by eucalyptus species.

34 Saving our Species Appendix A: Example depth study plan - Kurri Kurri Highschool 1 Kurri Kurri

Year 11 Earth Science Science Earth 11 Year CAPA class class CAPA

 Class:

SMART data data SMART

 Subject specific terminology terminology Subject specific Literacy & Numeracy Focus: Numeracy & Literacy Differentiation: Data collection and analysis and collection Data Learning Plans Plans Learning

 Information PLPs reviewed PLPs reviewed

 mandatory 15 mandatory hours depth study Earth of and component Environmental has This information Science. been and will at ia led tr be Heritage Kurri and 2019 of Environment by the Office of March as copy a draft as provided High School for the Year 11 course under their their under guidance. course 11 Year the School for High on project relies The the use of (GIS) to System and online assess the Information Geographical biodiversity of the TheRegent Honeyeater Project andthe accompanyingonline geographicsystem tool resource supports the Overview Background/ HunterRegion, focusing theon Regent Honeyeater,and provided students with the opportunity to interpret and of ecosystems. local management and relevant protection the to issues ecological examine and data visual collate Boys/Girls ClassBoys/Girls EES Depth Study – Regent Honeyeater Honeyeater – Regent Study Depth EES Bailey

Teacher: Date Completed: Unit Name: Unit Enrichment Class Class Enrichment

Planned Time: Date Started: Why this learning matters: Language: Literacy Class Literacy Class Profile:Class 3 Weeks

Regent Honeyeater: On the Edge - teacher resource 35 2 Environment

Could )

Department of Planning, Industry and www.ga.gov.au

Tarbuck (2014) – Earth Science: – Science: (2014) Earth Tarbuck Global Edition (14e) (2016) Science Environmental and Earth Exploring Dot Point – NSW and Environmental Earth Science (2018) Spotlight - NSW and Earth Environmental Science (2018) Geoscience Australia Website ( Regent Honeyeater Workbook – References and Resources References Should Key Concepts Key Concepts

Must develops and evaluates questions and hypotheses for scientific investigation for scientific hypotheses and questions evaluates and develops EES11/12-1 and data andquantitative qualitative appropriate processes and selects EES11/12-4 media appropriate range using a of information EES11/12- information data and andsecondary primary and evaluates analyses 5 and language using suitable understanding scientific communicates EES11/12-7 or purpose specific audience a for terminology processes, in relation to hydrological Earth impact on the human describes EES11-11 and changes biological processes geological Outcomes Outcomes › › › › › a Study*Complete to Depth equivalent 15 hours #2 Task Assessment *Complete

36 Saving our Species 3 Registration FoR_M;

). QLE1 QLE2; S1; S5;IQ6

S1;S3;

– oval (Site C)

Computer Computer is booked and students class are for the access linked Canvas: following using the to https://webmaptest.environment.nsw.gov.au/ Html5Viewer291/index.html?viewer=RegentHoneyeater Students shown view how are to ‘sites’ ‘elevation and add the shown as interest of area each for data’ in face difficulties is investigated, students Each and any area explained information are understanding the Notes are collected areNotes parentmade,and calls if required, to obtain permission forstudents the leave school to grounds The class is on taken excursion an the to neighbouring bushland discussionsand heldare about types ofthe animalsand plants thatgrow can and survive in this – area Studentschallenged are to consider how this (Site locations A) varies from local the TAFE (Site B) known foster kangaroo to and Biralee EES11-11 describes on impact human the Earth in relation hydrological to processes, geological processes changes and biological EES11/12-1 develops and evaluates questions hypotheses and for scientific investigation EES11/12-4 selectsand processes qualitative appropriate dataand quantitative informationand using a range of appropriate media EES11/12-5 and evaluates analyses primary secondary and data and information EES11/12-7 communicates scientificunderstanding using language suitable andterminology for a specific orpurpose audience Students provided with are backgroundinformation of the projectthe and knowledge skillsand to be developed. Students highlightterms key the in each outcome, i.e.,              areas ofareas housing residential and businesses. approach using software GIS the packagelinked the to project ( Field TripField to KKHS Bushland Learning Intention: contrastTo the bushlandaround Kurri withKurri Geographic Information System (GIS) Learning Intention: introduceTo and explicitlymodel the data collection Teaching and Learning Activitiesand Learning Teaching Depth Depth IntroductionStudy Intention:Learning understandTo the skills that will be focused on during depth this study choice the and ofproject for next three weeks. the

describes impact human on the Earth in relation to hydrological geologicalprocesses, processes and biological changes EES11-11 develops questions evaluates and and hypotheses for scientific investigation EES11/12-1 describes impact human on the Earth in relation to hydrological geologicalprocesses, processes and biological changes EES11-11 andselects processes appropriate qualitative and dataquantitative and information of using range a EES11/12-4appropriate media Depth Study (15 hours) (15 Study Depth Content › › › ›

Regent Honeyeater: On the Edge - teacher resource 37 4 Registration QLE2

QLE1 ): C4; IQ6 C1; C4 IQ6 FoR_P; S3; QLE3

Water Availability; Availability; Water Connectivityof Habitat; Tree Species;Food Mistletoe Availability o (C1; C3; C4;QLE5; QLE6) the data,the and to group come a consensus before recording. Students shown are an example ofhow collected the raw data for site converted be one can into frequency –data the and the exemplar, as per graphed, is then data This information discussed – Students challenged work are to in small groups to the covert have theydata collected indata frequency and representthis information graphically – Out ofthemost the areas, seven three suitable totheRegent Honeyeater are thendecided on basis the forpreference of their low elevation large patchand size – Students website the GIS access and collectelevation and sizepatch data for eachof the seven areas modelledThe data setgathered in prior the lesson isprovided studentsto are they expected and to similar producetablea for area each Students expected to are together work in groups2-3of when datacollecting and to discuss issuesthe thatcome up, such as whichis category most appropriate whenmore than one fits Studentswatch following the two videos on the Regent Honeyeater Project – https://www.youtube.com/watch?v=zByfOpxdcZM&t=12s https://www.youtube.com/watch?v=Z8t0JqYCPk8&t=4s Students providedthen are with information on the following fourfactors that will examined be in assessmenttheir task challenged and write to hypothesis a each linking factor to the survival of Honeyeater Regent the (            patch sizepatch datafor each of the availableseven onareas the GIS database graphingand Primary Data Collection Intention:Learning To workin small groups to collect elevation the and Analysis Data Primary Intention:Learning To analyse collected thedata tabulating by counting, Teaching and Learning Activities Regent HoneyeaterRegent Habitat Qualities Intention:Learning exploreTo the key factors required in locationa forgiven Regent the Honeyeater to survive breed.survive and

develops questions evaluates and hypotheses and for scientific investigation EES11/12-1 andselects processes appropriate qualitative and dataquantitative and information of using range a EES11/12-4appropriate media analyses evaluates and primarysecondary anddata informationand EES11/12-5 communicates scientific understanding using suitable language and terminology forspecific a oraudience purpose EES11/12-7 Depth Study (15 hours) (15 Study Depth Content › › › ›

38 Saving our Species 5 Registration

QLE1; QLE3; IQ2 – addressing – the of importance the information shown of in each the above – including – hypothesis a for factor investigated each and the tabulateddata obtained for Biodiversity and Conservation Division - DPIE Division Conservation and Biodiversity – seriesa of graphs display thateffectively the factor variation in each area and graphs that – addressing – the importance of the Regent Honeyeater the factors key and affecting its survival For the three locationsForthree the mostsuitable for the Regent Honeyeater, students toare tasked collect data on following the using factors categories: given the availabilityWater (poor, moderate,good, good)very Connectivity(low, medium, high) Preferred habitat (poor,low, m-high,medium, high) Mistletoe low(absent, levels, high levels) Studentschallenged are to graphically comparethis information as shown the – exemplar in Freddy Herrera Freddy Cameronand Mark are introduced to the class thegive and students a presentation of the ofimportance the Honeyeater to Regent ecosystem the local exposedStudentsa range to are of useful information on the Regent Honeyeater providedand with resources on locating and identifyingplant local and species animal givenStudents opportunity the are provided to meaningful to feedback the visitors regardingthe any project challenges and havefaced they in of terms the using software GIS Issues the discrepanciesrelated between the legend and display visual discussedare the and variability between computer iPads and screens clarified are so studentthat each is confident in data theythe are recording           compare compare single, chosena factor across three chosen the areas andgraphs how this to links impacts the humans are having on the in environment the area local the threethe selected(Pokolbin, areas and Werakata Watagans) Secondary Data Analysis Learning Intention: independentlyTo data collection/apply skills.analysis Teaching and Learning Activitiesand Learning Teaching Discussion and Conclusion Assessment Notification Assessment toStudents are depth prepare a study report on Honeyeater theusing Regent gathereddata from the GIS Thissystem. report must organisedbe into the following four subsections: Introduction Visitors from Intention: Learning gains To an appreciation for theofvalue environmental science in thelocal area through discussionsheld withexternal experts in thefield Data Collection Data Analysis

selects andselects processes appropriate qualitative and dataquantitative and information of using range a EES11/12-4appropriate media analyses evaluates and primary and secondarydata informationand EES11/12-5 analyses evaluates and primary and secondarydata informationand EES11/12-5 communicates scientific understanding using suitable language and terminology forspecific a oraudience purpose EES11/12-7 communicates scientific understanding using suitable language and terminology forspecific a oraudience purpose EES11/12-7 describes impact human on the Earth in relation to hydrological geologicalprocesses, processes and biological changes EES11-11 Depth Study (15 hours) (15 Study Depth Content › › › › › ›

Regent Honeyeater: On the Edge - teacher resource 39

How? What can be improved? improved? can be What

Why?

What worked well? well? worked What

Unit Evaluation Unit

High

Medium

Low

Time Time for allocated topic inLocation scope and sequence Student understanding of content Opportunitiesstudentfor on reflection learning Assessmentas and of for, included learning Suitability of resources Studentsought feedback received and ofVariety teaching strategies used strategiesLiteracy used Numeracy strategies used ofIntegration ICT Comments on unit / Changes to be made for future years: years: for future be made to Changes unit / on Comments How did the unit rate in ratetheseareas: in unit did the How Time: Student Learning and Engagement: Strategies:Teaching

40 Saving our Species

- Non-Linear - Non-Linear - Community Links C4: Critical Thinking Questioning : Questioning FoR_Q Making Connections: FoR_MC Connections: Making

Quick Fixes: Quick Fixes: FoW_QF Voice Passive Significance Significance S1 Background knowledge S2 Cultural knowledge integration Knowledge S3 Inclusivity S4 S5 Connectedness S6 Narrative Land Links Land

-

C3: Communication Deconstruct/Reconstruct Visualising: FoR_V Visualising: Century Learning Learning Century Monitoring: FoR_M FoR_M Monitoring: st Quality Teaching Quality Focus Writing on Focus on Reading 8 Ways of Learning 21 APPENDIX: KEY CODING APPENDIX:

- Non-Verbal Quality Learning Environment Environment Learning Quality criteria quality Explicit QLE1 QLE2 Engagement QLE3 High expectations QLE4 Social support self-regulation Students’ QLE5 direction Student QLE6 Precision Devices: Devices: FoW_PD Precision Noun Groups Expanded Language Specific Subject Nominalisation C2: Creativity - Symbols and Images

Predicting: FoR_P Predicting: Summarising: FoR_S FoR_S Summarising: - Story Telling - Learning Maps C1:Collaboration Cohesive devices: FoW_CD FoW_CD devices: Cohesive Connectives: TEEEC Given-New Intellectual Quality IQ1 Deep knowledge understanding Deep IQ2 IQ3 Problematic knowledge thinking Higher-order IQ4 Metalanguage IQ5 communication Substantive IQ6

Regent Honeyeater: On the Edge - teacher resource 41 Regent honeyeater (Anthochaera phrygia) Bruce Thompson/DPIE